牛津译林版四年级下册Unit 8 How are you?教学设计及反思

这是一份牛津译林版四年级下册Unit 8 How are you?教学设计及反思，共7页。

Stry time
Teaching cntents 教学内容
Stry time
Teaching aims and learning bjectives 教学目标
1. 能听懂、会说、会读句型：This is … speaking.、May I speak t …?、I’m srry t hear that.、Hw are yu?、I’m fine, thank yu.。
2. 能听懂、会说、会读词汇：cld, fever。
3. 锻炼学生的听、说、读的能力。
4. 培养学生关心他人的品质。
Fcus f the lessn and predicted area f difficulty 教学重点和难点
教学重点：1. 能够从整体上阅读故事并理解。
2. 能够用正确的语音、语调朗读对话，表演故事。
教学难点：1. 能够阅读理解故事并表演。
2. 能用所学句型打电话并关心他人。
Teaching prcedures 教学过程
Step 1 Greeting
1. Free talk
Greet in different ways with yur teacher.
T: By and girls, I knw yur English is very gd. Can yu greet with me in different ways?
S: Hell!/Hi!/Nice t meet yu!/Hw d yu d?/Hw are yu?
T: I am fine. Hw are yu?
S: …
T: Hw are yu?
S: …
T: I am happy t hear that. And tday we will learn Unit 8 Hw Are yu? Shw and read the title.
【设计意图：课堂伊始，通过让学生用不同的方式向老师打招呼，引出本课课题，让学生在轻松愉悦的环境中进入本节课的学习。】
Step 2 Presentatin
1. Learning time
T: The tw students are very fine. What abut ur friends, Helen and Yang Ling? Wh can ask them?
S: Hell, Helen, hw are yu?
C: I’m fine, thank yu.
T: Oh, I’m glad t hear that. (新授句子I’m glad t hear that.)
S: …
T: What abut ur friend, Yang Ling?
S: Hell, Yang Ling, hw are yu?
C: Nt s gd.
T: I’m srry t hear that. (新授句子I’m srry t hear that.)
2. Fill and read
T: Bys and girls, can yu fill and read this little rhyme nw? Yu can discuss in pairs first.
S: (Wrk in pairs and have a try)
T: Great. Let’s read tgether. Yang Ling is ill. She shuld take care f herself.
(新授句子Take care.)
【设计意图：通过向杨玲和海伦打招呼，引出一些新授的语言知识并逐渐向课文学习过渡，小诗的设计目的在于帮助学生巩固新知。】
Step 3 Stry time
1. Lk and answer
T: Lk at the picture. Yang Ling is ill. Where is she nw?
S: She is at hme.
T: What is Yang Ling ding?
S: She is making a telephne call.
【设计意图：引导学生通过观看课文插图，找出问题的答案，帮助学生初步感知课文。】
2. Watch and answer
T: Yes, she is making a telephne call. Wh is Yang Ling calling? Let’s watch and answer?
S: (Watch the cartn tgether.)
S: Miss Li.
【设计意图：引导学生通过观看课文动画，找出问题的答案，帮助学生整体感知课文。】
3. Fast reading
T: Nice try. Hw d they make telephne calls? Please pen yur bks and read the stry quickly. Underline the key sentences.
S: (Fast read and underline)
T: Can yu share yur answers with us?
S: …
T: (板书电话用语) Well dne. Let’s read these sentences tgether.
S: …
T: Hw many telephne calls d they make?
S: Tw.
【设计意图：引导学生通过自主构思电话用语，感知并学习电话用语相关语言知识，并为下一步的课文学习做好铺垫。】
4. Listen and answer
T: Let’s listen t the first telephne call. Try t answer this questin. Why des Yang Ling call Miss Li?
S: (Listen t the dialgue n Page 50)
S: Because she can’t cme t schl tday.
T: The next day, Miss Li calls Yang Ling. Please listen and think. Why des Miss Li call Yang Ling?
S: (Listen t the dialgue n Page 51)
S: Because …
T: Yes. Because she cares fr Yang Ling. (新授care fr …)
5. Read and say
T: Bys and girls, please read the whle stry again. And try t fill in the blanks by yurselves.
S: (Read and fill)
T: Nw, let’s check. (新授cld, fever)
S: …
T: Let’s read tgether.
S: …
6. Read and think
T: When Yang Ling is ill, what des Miss Li say?
S: I’m srry t hear that. Take care, Yang Ling.
T: Wh can read like Miss Li?
S: …
T: Let’s try tgether.
S: (Read tgether)
T: When Yang Ling is fine, what des Miss Li say?
S: Great, can yu cme t schl tmrrw?
T: Wh can read like Miss Li?
S: …
T: Let’s try tgether.
S: (Read tgether)
T: Bys and girls, is Miss Li a gd teacher?
S: Yes.
T: Why? Why is she a gd teacher?
S: …
T: Because she cares fr Yang Ling. She cares fr her student. Right?
S: Yes.
【设计意图：引导学生在完成任务的同时，感受到文中李老师对于学生的关爱。】
7. Reading time
(1) Listen and repeat (听录音跟读课文，鼓励学生模仿语音、语调)
【设计意图：精读课文句子，模仿语音、语调，进一步掌握课文中的句子和词汇。】
(2) Read tgether (齐读课文)
【设计意图：鼓励学生用正确的语音、语调朗读，培养学生的语感，强调理解性、整体性地进行朗读。】
(3) Read r act in rles (分角色朗读)
【设计意图：学生可以根据自己的情况，自主选择方式和难度来朗读或表演课文。在此过程中教师要注意鼓励学生用正确的语音、语调，并配上夸张的表情动作完成任务。】
Step 4 Cnslidatin
1. Sum up
T: Bys and girls, I think yu can make a telephne call after learning this stry.
Let’s check tgether.
S: …
T: Can yu talk abut illness nw?
S: …
【设计意图：帮助学生总结本节课所学的两类知识，关于打电话和关于讨论疾病，及时复习所学知识也为下一步拓展活动的开展做好了准备。】
2. Shw time
T: Yang Ling is fine. S she cmes t schl next day. But Liu Ta is nt at schl.
What’s the matter with Liu Ta? After schl, Yang Ling is calling Liu Ta. What d they say? Please wrk in pairs, make a dialgue and act it ut.
S: (Wrk in pairs)
T: It’s time t act.
S: (Shw their perfrmance)
T: Why des Yang Ling call Liu Ta?
S: Because she cares fr Liu Ta.
T: D yu care fr yur parents, teachers and friends? Let’s care fr each ther. And making a telephne call is a gd way. Bys and girls, class is ver. Yu did a gd jb tday.
【设计意图：活动要求学生用本课所学的知识通过打电话的形式设计并表演对话。学生通过合作完成任务，真正体会在生活中使用英语的乐趣。】
Hmewrk 家庭作业
1. Read after the tape and act ut the stry.
2. Learn mre wrds abut illness.
Teaching aids 教学准备（含板书设计）
教学准备：人物图片、头饰、多媒体课件
板书设计：

说课
在热身环节，通过让学生用不同的方式和教师打招呼，激活学生的旧知，同时引入今天的课题Hw are yu?接下来，通过向Helen和Yang Ling两个人物问好并呈现两人的不同状态来呈现新知。接着，用一个人物Fill and read来巩固新知并新授take care，提早渗透了文本中的一些重难点词汇和句子。
Stry time教学应当注重其故事性和文本性。在教学中一共设计了以下一些步骤，首先是Lk and answer，通过呈现课文部分图片并提问，让学生大致了解文本相关信息并引出教授make a telephne call。其次通过询问watch and answer让学生对文本进行整体感知。而后通过设计不同形式的活动分步解读文本，由fast reading让学生自主阅读并找出文中的电话用语及Yang Ling与Miss Li的通话次数。再通过Listen and answer让学生去阅读发现两次打电话的不同目的，通过read and fill检验学生对于文本的理解程度。最后通过read an think引导学生进行一系列思考。这样的教学设计注重对于学生文本阅读策略和技能的指导，引导学生关注文本细节并学会把握关键信息。
朗读时，尽量引导学生模仿录音，注意语音语调的变换，重读、弱读等朗读技巧的处理。接着，学生四人一组，任选课文的一个场景进行朗读和表演，降低难度且参与面广泛。随后，带领学生就本节课所学的关心他人和电话用语两方面知识进行了总结。最后，设计了第二天Yang Ling来到了学校，可是Liu Ta却缺席了，放学后，Yang Ling给其打电话进行关心，进一步延续了文本，并让学生学以致用。